Primary Teacher Article Collection

Games Related to Nim

Stage: 1, 2, 3 and 4

This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.

Generating Number Patterns: an Email Conversation

Stage: 2, 3 and 4

This article for teachers describes the exchanges on an email talk list about ideas for an investigation which has the sum of the squares as its solution.

Going for Games

Stage: 1 and 2

In this article for teachers, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.

Group Roles

Stage: 1, 2, 3, 4 and 5

Here are description of the group roles used in our group worthy tasks, and others.

Group-working Skills

Stage: 1 and 2

This article for teachers suggests a range of activities to help children get better at working in groups.

Group-worthy Tasks and Their Potential to Support Children to Develop Independent Problem-solving Skills

Stage: 1 and 2

In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.

Holywell Primary School and NRICH Action Research Project

Stage: 1 and 2

This article for teachers outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.

How Can I Support the Development of Early Number Sense and Place Value?

Stage: Early years, 1 and 2

This article for primary teachers expands on the key ideas which underpin early number sense and place value, and suggests activities to support learners as they get to grips with these ideas.

I'm Stuck!

Stage: 1 and 2

Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.

Improving Reasoning: Analysing Alternative Approaches

Stage: 1, 2, 3, 4 and 5

In this article, Malcolm Swan describes a teaching approach designed to improve the quality of students' reasoning.

Integrating Rich Tasks - Activity 1.1

Stage: 1 and 2

This is activity 1.1 in the series of activities designed to support professional development through integrating rich tasks. This activity looks specifically at what makes an activity "rich".

Integrating Rich Tasks - Activity 1.2

Stage: 1 and 2

These two tasks are designed to support professional development on integrating rich tasks. You are asked to think about what problems that encourage Higher Order Thinking Skills look like.

Integrating Rich Tasks - Activity 1.3

Stage: 1 and 2

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

Integrating Rich Tasks - Activity 1.4

Stage: 1 and 2

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

Integrating Rich Tasks - Activity 1.5

Stage: 1 and 2

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

Integrating Rich Tasks - Activity 2.1

Stage: 1 and 2

This professional development activity looks at what teachers can do to support learners engaging with rich tasks

Integrating Rich Tasks - Activity 2.2

Stage: 1 and 2

The aim of this professional development activity is to draw your attention to tasks you already use and what you might do in the classroom to make them richer.

Integrating Rich Tasks - Activity 3

Stage: 1 and 2

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

Integrating Rich Tasks - Activity 4.1

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation

Integrating Rich Tasks - Activity 4.2

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme